SUSTAINABILITY OF A HEALTH-RELATED PHYSICAL EDUCATION PROGRAM

Increasing physical activity in physical education (PE) classes is an important public health goal because large numbers of young people participate in PE. Several PE programs have been shown to be effective in promoting physical activity, but the next step is to disseminate programs widely. The present study assessed the sustainability of the SPARK PE program for elementary schools. Two hundred seventy-seven schools were identified that received SPARK training, materials, and follow-up assistance over one year prior to the survey. An independent evaluator sent two mailings to one teacher at all schools and received a 48 percent return rate (N = 111). Seventy-two percent were female, and 25 percent were PE specialists. Seventy-eight percent reported being current users of SPARK, and 75 percent of respondent had used SPARK more than 2 years. SPARK users conducted PE class more often (3.4 d/wk) than non-users (2.7 d/wk; p < 0.002). Use of SPARK was not related to teacher certification type, gender, years teaching, or school socioeconomic level. Physically active teachers were more likely to use SPARK (p < 0.03). Teachers were more likely to use SPARK if sufficient equipment was available (p < 0.03), and there was a trend for SPARK users to report more principal support for PE than non-users (p < 0.08). There was high sustainability of the SPARK program among teachers and schools of all types. Potential self-selection bias is a limitation. Ensuring adequate equipment and principal support for PE, and promoting teacher physical activity, may be ways of enhancing sustainability of health-related PE programs. Supported by International Life Sciences Institute and Childhood Obesity Prevention Initiative.